2022/2023
CLASS/ SEMESTER 10/1 DATE August 29 th-2nd 2022
Meeting 2 Meetings DURATION 4x40’
TOPIC - Movement Into and Out of Cell - Biological Molecule
SUB TOPIC - Active Transport
- Carbohydrates, Fats, and Proteins Initial
Competence
Students can describe & identify Diffusion, Osmosis, and Active Transport
Objectives
Students are able to:
Describe active transport as the movement of particles through a cell membrane from a region of lower concentration to a region of higher concentration (i.e. against a concentration gradient), using energy from respiration
Explain the importance of active transport as a process for movement of molecules or ions across membranes, including ion uptake by root hairs
State that protein carriers move molecules or ions across a membrane during active transport
List the chemical elements that make up: carbohydrates, fats and proteins
State that large molecules are made from smaller molecules, limited to:
(a) starch, glycogen and cellulose from glucose (b) proteins from amino acids
(c) fats and oils from fatty acids and glycerol Profil
Pelajar Pancasila
The 6 profiles of Pancasila students are faithful and devoted to YME and have noble character, independence, mutual cooperation, global diversity, critical reasoning, and creativity.
Target Students
One of the main goals of Indonesian education is "Building Indonesian students who have the spirit of Pancasila and have 21st century skills". To achieve this, parents, teachers, students, and all stakeholders need to get the same understanding of the knowledge, attitudes and skills that children should achieve at every stage of their age development. Learning Outcomes (CP) is an expression of educational goals, which is a statement about what students are expected to know, understand, and can do after completing a period of study. This condition is also carried out by most countries in Europe today which currently use CP to express what they expect students to know and be able to do and understand at the end of the program or learning sequence.
Meaningful Understan ding
The process of relating new information to relevant concepts contained in one's cognitive structure. Cognitive structure includes facts, concepts, and generalizations that students have learned and remembered.
Learning Method/ Technique : Three Phase Technique SMA SEMESTA BILINGUAL BOARDING SCHOOL SEMARANG
LESSON PLAN
Biology
First Meeting 2x40’
ACTIVITIES METHO
D Pre-activities/
Warm up 10 minutes
1. Greet the students 2. Praying
3. Introduce self
4. Check attendance of students
5. Explanation the main of material of cells 6. Review what we learn together
Aplication
https://quizziz.com/join?gc=51390909
Stimulant 1. The teacher stimulates students' understanding
Have you ever been to an exhibition when it was really crowded? Maybe you want to go, but it's too crowded for you. The lines were too long, and people were hand in hand carrying cotton candy and spilling popcorn everywhere. Maybe you're waiting in a busy parking lot, watching the traffic and wondering if you shouldn't wait until it's less busy. You are not a fan of crowds, but you are a big fan of exhibitions. Eventually, you decide, 'Let's face it - it's fair. A fair is always busy.' There's only one thing to do in a situation like this: you gather all your energy, and you fight your way through the entrance gate for a ticket roll and some fried dough.
Is the cell like a city fair? Well, there must be a lot going on in the cell at the same time, so it might look as busy as a carnival. There are also many times when cells need to transport something against a concentration gradient. So, let's just think of it like a concentration gradient.
Remember that a concentration gradient is the gradual difference in solute concentration between two areas - like you are standing outside an exhibition while there are thousands of people inside. There was a higher concentration of people inside the exhibition. When a cell needs to transport something along a concentration gradient, or from an area of high concentration to an area of low concentration, it does so by passive transport. It would be like people leaving the fair because it was crowded;
that is easy.
However, when a cell needs to transport something against a concentration gradient - or you decide to move from an area of low concentration of people to an area of high concentration of people - this will require willpower. Or, in the case of cells, some chemical energy.
Main Activities 65 minutes Method:
2. The teacher gives apperception by displaying a picture of a plant that thrives (observing) and asking students: "What picture is this picture?
Then do the plants grow with edges?" (asking)
3. Students observe the picture imagined by the teacher carefully and answer the questions posed by the teacher.
4. The teacher motivates students by asking questions: "Plants that thrive are certainly due to the presence of nutrients or mineral salts that are well met, then in what way do plants absorb nutrients and mineral salts?" (asking)
5. Students answer the teacher's questions. It is expected that during question and answer, students contribute ideas/opinions or opinions, while other students listen to their friends' opinions
6. The teacher conveys the conclusions/answers to the questions and the purpose and benefits of studying the active transport process in membranes.
7. Students listen to the teacher's explanation carefully.
8. The teacher conveys information about the activities to be carried out, namely conducting discussions about how the active transport
mechanism is. The teacher conveys the core material and competencies to be achieved, namely the active transport mechanism briefly.
9. The teacher asks students to form groups of 2 people. The teacher distributes discussion sheets about active transport to each group.
10.Students have discussions
11.The teacher leads the discussion and asks each group of students to present the results of their discussion.
12.Each group of students conveys their discussion and it is hoped that other groups will listen and provide feedback
13.The teacher directs the conversation to the subject matter and adds material that has not been disclosed by the students.
14.The teacher draws conclusions about the characteristics and how the mechanism of the active transport process occurs in the membrane.
15.The teacher state that protein carriers move molecules or ions across a membrane during active transport
16.The teacher list the chemical elements that make up: carbohydrates, fats and proteins
17.The teacher state that large molecules are made from smaller molecules, limited to:
(a) starch, glycogen and cellulose from glucose (b) proteins from amino acids
(c) fats and oils from fatty acids and glycerol
18. The teacher give a quiz (code 5139 0909) https://quizziz.com/join?
gc=51390909
Closing 5 minutes The teacher concludes what we learn together
Students collect discussion results
Greeting
Note: -Materials, quiz, homework have to be enclosed - Assesment format depends on the subject teacher
References Cambridge Biology IGCSE coursebook, internet Equipments/
Media PPT, Youtube, IFP
Assessment Activity in a class, Resume material in sheet of paper, Come forward to solve problems at IFP, Result of Homework
Chapter
evaluation Knowledge: Resume material in sheet of paper, Come forward to solve problems at IFP, Quiz time at PPT, Result of Homework
Skill: Activity in a class
Semarang, 25 Agustus 2022
Subject Teacher Practitioner
Teacher
Vera Anggitasari, S.Pd Gita Faroka
Principal
Ahmad Nurani, S.T.,M.Pd
LESSON PLAN Attachment 1. Material Lesson
